This book examines important issues on the relationship between economics and political values or ideologies, by analysing the main branches of economic theory in an historical perspective and their impact on economic policy. The book is structured as follows: Part I: Positive Economics? 1. The Positive-Normative Distinction in the History of Economic Thought Part II: Policy Objectives 2. The Objectives of Economic Policies: An Historical Review

The first part of the book is devoted to an historical survey of what has been written regarding Britain's policy problems since 1946: problems such as full employment, the sources and methods of controlling inflation and the measures to promote economic growth. At an international level, issues such as economic relations with Europe and the question of devaluation are considered. The subsequent part of the book considers how far economists' recommendations regarding policies have been derived from well-tested theories, or how far they have been based on speculation, guesswork or judgement.

This textbook presents an introduction to the central issues of social economics. Building on a venerable social economics tradition, the book recommends a more rational economic order and proposes new principles of economic policy. The issues covered include: * the inadequacy of individualistic economics in guiding the policy maker * a critique of economic rationality * rethinking of the modern business corporation * a critical look at markets as panacea * the harmful effects of international competition * environmental problems. The book introduces social economic concepts and challenges the reader to look beyond the confines of mainstream economic thinking to find a solution to these critical issues.

This paper is concerned primarily with certain methodological problems that arise in constructing the "distinct positive science" that John Neville Keynes called for, in particular, the problem how to decide whether a suggested hypothesis or theory should be tentatively accepted as part of the "body of systematized knowledge concerning what is."

Providing an in-depth, novel analysis of education’s role in today’s economy by scrutinizing its theoretical underpinnings, this volume critiques the suitability of the current, dominant economic framework for education and for shaping educational policymaking worldwide. Critically examining the history and philosophy that underpin our present societal understanding of the link between economics and education, the book argues for an urgent redefining of education’s role in the economy based on intellectual foundations that significantly differ from our current, dominant conceptions. Across seven chapters, the book posits that the adoption of a new philosophical framework, the reshaping of economic and educational aims, and the adjustment of our educational system are each necessary to better promote human flourishing. Ultimately providing a platform to entirely reconsider the idea that the primary aim of education is to serve the economic system – in particular, economic growth – this book will appeal to scholars, researchers, and postgraduate students studying educational policy, the philosophy of education, and the history of education more broadly. Education policymakers and academics studying education and the economy may also find this book of interest.